Sharp EL-531RH Teachers Manual
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Sharp EL-531RH Teachers Manual

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S
C
CIENTIFIC
ALCULATOR
T
G
EACHER'S
UIDE
EL-531RH
JULY 1999

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Summary of Contents for Sharp EL-531RH

  • Page 1 CIENTIFIC ALCULATOR EACHER’S UIDE EL-531RH JULY 1999...

  • Page 2: Table Of Contents

    Contents Teacher’s Guide Part 1 has already been completed. This guide presents Part 2 beginning on page 39 (marked with ). We encourage you to put this guide to good use. Introduction………………………………………………………………………………………………p.2 How to Operate…………………………………………………………………………………p.3 Number of Bowling…………………………………………………………………………………p.4 Down to One…………………………………………………………………………………p.6 Reverse the Order…………………………………………………………………………………p.8 Different Products…………………………………………………………………………………p.10 Sums and Products…………………………………………………………………………………p.12...

  • Page 3: Introduction

    Therefore, priority must be given to create new ways to exploit the potential of the calculator as an effective learning tool in the classroom. This Teacher’s Guide presents several classroom activities that make use of Sharp scientific calculators. The purpose of these activities is not to introduce the calcula-...

  • Page 4: How To Operate

    How to Operate Read Before Using 1. KEY LAYOUT 2nd function key Pressing this key will enable the functions written in yellow above the calculator buttons. ON/C, OFF key Direct function 2nd function <Power on> <Power off> Written in yellow above the ON/C key Mode key This calculator can operate in three different...

  • Page 5: Number Of Bowling

    Number Bowling Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Read whole numbers and understand that the position of a digit signifies its value.
  • Page 6 Number Bowling Junior high school B: Using addition Press the following buttons and then start operation. (1) Enter a 3-digit number. 638= (2) Knock down one digit, or pin; i.e. change the last digit ANS+2= to a 0, except this time, do so by adding a number to the last digit to make it 0.

  • Page 7: Down To One

    Down to One Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Develop a variety of mental methods of computation.
  • Page 8 Down to One Junior high school Example B: You want to subtract 8 from 9, but you cannot since you have already used 8 once. So... The calculator displays 1 and the game is finished. • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • Students should be encouraged to estimate the results of calculations and think about the appro- priate operations and numbers to use during the game.

  • Page 9: Reverse The Order

    Reverse the Order Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Develop a variety of mental methods of computation.
  • Page 10 Reverse the Order Junior high school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity is probably best introduced orally to a group of students. Ask the students to enter any two digit number into their calculators.

  • Page 11: Different Products

    Different Products Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Estimate and approximate solutions to problems.
  • Page 12 Different Products Junior high school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity could be introduced to the whole class by asking students to individually make up any multiplication using only the digits 1, 2, 3 and 4.

  • Page 13: Sums And Products

    Sums and Products Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Calculate with decimals and understand the results.
  • Page 14 Sums and Products Junior high school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity could be introduced orally. The largest product is 25, given by 5 x 5.

  • Page 15: Target 100

    Target 100 Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Understand and use the concept of place value in whole numbers and decimals, relating this to computation.
  • Page 16 Target 100 Junior high school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity could be given to students with little introduction from the teacher. Alternatively, the game could initially be played between the teacher and a large group of students.

  • Page 17: Ordering Fractions

    Ordering Fractions Junior high school/ Elementary school (upper grades) • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Understand and use fractions.
  • Page 18 Ordering Fractions • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity may be introduced orally. The number line could be copied onto an overhead projec- tor transparency or written on the board.

  • Page 19: Addting Fractions

    Adding Fractions Junior high school/ Elementary school (upper grades) • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Understand and use fractions.
  • Page 20 Adding Fractions Junior high school/ Elementary school (upper grades) • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity should be presented after studying equivalence of common fractions. The activity is best introduced orally.

  • Page 21: Halfway Between

    Halfway Between Junior high school/ Elementary school (upper grades) • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Understand and use fractions.
  • Page 22 Halfway Between Junior high school/ Elementary school (upper grades) Half of this fraction is the number you are looking for, so divide this fraction by 2. ANS 2= Or after <Display 2>, multiply by . ANSX1 2= Continue the activity using other common fractions. •...

  • Page 23: Near Integers

    Near Integers Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Understand and use the concept of place value in decimals.
  • Page 24 Near Integers Junior high school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity is probably best introduced orally. Students could use the sequence function of the calculator to generate the multiples of some integers, and could then begin to investigate the multiples of some decimals.

  • Page 25: Reshaping Cuboids

    Reshaping Cuboids Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Reinforce students’...
  • Page 26 Reshaping Cuboids Junior high school Find the five calculations that represent cuboids that each have a volume of 30 cm e.g. 1 etc. In a similar way, find the twelve calculations for cuboids each having a volume of 96 cm How many similar calculations must there be for 180 cm 1 x 1 x 12 = 12 1 x 2 x 6 = 12...

  • Page 27: Function Tables

    Function Tables Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Understand and use calculator functions.
  • Page 28 Function Tables Junior high school Return to the calculation for x = 5 and redo the calculation for the equation y = 4x - 3. Add another line to the table and calculate the values of y for the new equation. Plot the second graph with the first on the same axis.

  • Page 29: Palindromes

    Palindromes Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Understand and use the concept of place value in whole numbers.
  • Page 30 Palindromes Junior high school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This is an activity that can first be given to students to work on and the results later discussed as a group.

  • Page 31: Trial And Improvement

    Trial and Improvement Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Mentally estimate and approximate solutions to numerical calculations.
  • Page 32 Trial and Improvement Junior high school Switch FSE and TAB to normal display for further operation. Press FSE until FIX, SCI, or ENG are not shown on the display. • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity may be given to students with little introduction or, with the use of the OHP unit, this or a similar task may be introduced to the whole class followed by individual work on one or more of the extension activities.

  • Page 33: Last Digits

    Last Digits Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Use last digits as a means of checking the output of a calculator.
  • Page 34 Last Digits Junior high school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • It is probably best to first introduce the activity as a class to give the students an opportunity to make estimates before using their calculators.

  • Page 35: A Question And Interest

    A Question of Interest Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Understand, use and calculate with percentages.
  • Page 36 A Question of Interest Junior high school Using the % calculation key: After one year, you should have 0.1% of your $100. 100+0.1% You now have $100.10. ANS+0.1% After two years, you have 0.1% more. ANS+0.1% After three years... After 10 years... You have approximately $101.
  • Page 37 A Question of Interest Junior high school For High school Students How much will your investment be worth in n years? Let’s make an equation. The original amount of money invested, called the principal, multiplies each year by the amount x. Let’s use this equation to see how much money we have after 100 years.

  • Page 38: Getting Even

    Getting Even Elementary school (upper grade) • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Use some common properties of numbers.
  • Page 39 Getting Even Elementary school (upper grade) • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • The game is best played between pairs or small groups of students. It could be introduced by the teacher playing the game against some students.

  • Page 40: Generating Sequences

    Generating Sequences Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Appreciate the use of letters to represent variables.
  • Page 41 Generating Sequences Junior high school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity could be introduced orally. Read the terms of a sequence one at a time, asking students to identify the rule you are using.

  • Page 42: Train Journeys

    Train Journeys Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Develop and understand the relationship between units.

  • Page 43: Train Journeys

    Train Journeys Junior high school Let’s find the average speed at which the train travels between Norwich and London. Speed = distance ÷ time 115 miles ÷ 1:52 is calculated as: 115÷ 1°52°00. The train travels at approximately 61.6 mph. How long does it take to complete the various stages of the journeys? Why is the train that starts at Colchester described as a slow train? What conjectures can you make about the different stages of the journeys?

  • Page 44: Simulated Dice

    Simulated Dice Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Use computers as a source of large samples and as a means to simulate events.
  • Page 45 Simulated Dice High school Let’s create a simulation that throws these dice and finds their sum. [1+RANDOM (5)] + [1+RANDOM (5)] How good a simulation is this? Investigate other dice dimulations… • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity could form the basis of a whole class investigation.

  • Page 46: Mean Dice Scores

    Mean Dice Scores Junior high school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Use computers as a source of large samples and as a means to simulate events.
  • Page 47 Mean Dice Scores High school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity could be introduced to a group using a real die. After some practical work, the need to roll the die many times suggests that the data may best be generated by computer simulation.

  • Page 48: Again And Again

    Again & Again High school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Explore number patterns arising from a variety of situations.
  • Page 49 Again & Again High school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity could be introduced orally. Ask students to think of a number and allow them to generate the sequence using this number as the first term.

  • Page 50: Fibonacci

    Fibonacci High school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Appreciate the use of letters to represent variables.
  • Page 51 Fibonacci High school [2, 6, 8, 14, 22, ?…] Find additional members of the series by repeating the above operation. [2, 6, 8, 14, 22, 36, 58…] This yields the series: Recall the first formula Try generating similar series using a variety 2+6= of other numbers.

  • Page 52: Factorizing Quadratics

    Factorizing Quadratics High school • • • • • • • • • • • • • • • • • • • • • Objective • • • • • • • • • • • • • • • • • • • • • Evaluate formulas and expressions.
  • Page 53 Factorizing Quadratics High school Use the calculator in the same way to find similar equations for the expressions below. + 7x + 10 + 7x + 12 + 6x + 8 + 10x + 16 + x - 6 + 5x + 14 •...

  • Page 54: Triples

    Calculator functions used: Coordinate conversion Press the following buttons and then start operation. (Repeat until the DEG symbol appears) <Example using the EL-531RH> Try to find the length of the hypotenuse (the side opposite the right angle) of a right triangle whose other two sides are 3 cm and 4 cm long.
  • Page 55 Triples High school • • • • • • • • • • • Using the activity in the classroom • • • • • • • • • • • This activity assumes that students have done some previous work on Pythagoras’ theorem. After a short introduction, the students can be set the task of trying to find right-angled triangles where the sides are all integers.
  • Page 56 ©SHARP CORP. (JULY ’99) 0.2E Printed in Japan...

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